Week 2- Arisa Grevan- Theories of Development

         Before reading chapter 2 in LifeSmart I felt I would probably agree with all theorists the same. Now, after reading it, I definitely have more of a connection to some more than others. Specifically, I have a great connection with Skinner's theory of reinforcement. Positive reinforcement and negative reinforcement, as a teacher these are critical in teaching or "disciplining" your students.

        For example, in today's age of "discipline" there are what is called Dojo points, markers, and or clips. Let me clarify, this is at the elementary level. When a child won't stop talking out of turn or isn't listening to directions, you will take a "dojo" point away on the computer. The computer is usually linked to a speaker in the room so you can hear either a negative (womp, womp) sound or if the student is noticeably listening and ready to learn, or helped another student by loaning them a pencil, etc. you can give them a point, this comes with a positive sound (an upbeat bling). In the younger ages of kindergarten and 1st, I have noticed this works. The kids react to this positive and negative reinforcement. They don't like to hear the sound, nor do they want their peers to see that they lost something. If they earn these dojo points there are prizes when you get to a certain limit.

Now, when we get to 2nd grade and 3rd grade I have noticed this only works for some and others don't really care to get prizes, and one 3rd grader said, "I don't care they're only dojo points." This leads me to the "markers" the markers are red cards that you pull if you aren't being a "good" student. If you pull 2 by the end of the day you will get a note home and lose recess. If you get 3 you will get a detention. This is better for 4th and 5th graders because the negative reinforcement is a little more strict. But, at this point in class you are expected to be there and to learn. This is where the "clips" get tied in. This has been in addition to the dojo points in a lot of classrooms, everyone starts their day on "green". The colors are blue, green, yellow, and then red. Hardly do students go up on the scale with their clip to blue, because once again they should come to school ready to learn and be nice to each other etc. (this is what a teacher told me when I asked how often do you have students on blue). So everyone starts their day on green and if you leave the school day still on green, you had a great day. Moving down your clip to yellow or then red will result in the same consequences, as lost recess, phone call home, or detention.

My argument here is at what point do they not care about these reinforcements or consequences. I had a 4th grader today that wasn't even bothered by the "threat" of losing recess, or a note home etc. The other teacher said to me, "I think it is because there are no consequences at home." And I had to think a minute and think, wow if I had gotten a phone call home or gotten a detention this young my parents would have screamed and grounded me, locked in my room, had to do chores etc. We began to discuss how different times are with technology and how at this point if parents try and "ground" them by taking away their child's iPad or tablet, then the parents actually have to entertain their own child. So this lasts for a very short time and then they give the iPad back, so they the parent, can go back on their phone and scroll through social media and not have to spend quality time with their child because they have a build in babysitter with the tablet. I digress, reinforcement can't only be done at school, but it has to be done at home too. The respect levels have to be taught with mom, dad or grandma, grandpa. I felt after reading the chapter Skinner really grasped what I have been feeling and seeing recently at school.